The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning

A Systematic Review

Dados Bibliográficos

ID22045573
AutoresJosé Hernández-Ramos (0000-0001-8871-8495, Metropolitan University of Educational Sciences), Johannes Pernaa (0000-0003-1735-5767, University of Helsinki), Lizethly Cáceres-Jensen (0000-0002-5903-7356, Metropolitan University of Educational Sciences), Jorge Rodríguez (0000-0003-1496-8410, Metropolitan University of Educational Sciences)
Ano2021
Volume11
Fascículo10
Páginas640
Data de publicação2021-10-14
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducation Sciences (JOURNAL)
Identificadores do periódicoISSN: 2227-7102 • E-ISSN: 2227-7102
EditoraMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci11100640
IdiomaEN
Citações recebidas19
Referências citadas71

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG)